API Specification Q1 – Registration No. Q1-2651 ISO 9001 ...
EFFECT OF ENTREPRENEURSHIP EDUCATION, SELF EFFICACY … · Journal of Entrepreneurship Education...
Transcript of EFFECT OF ENTREPRENEURSHIP EDUCATION, SELF EFFICACY … · Journal of Entrepreneurship Education...
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
1 1528-2651-21-2-161
EFFECT OF ENTREPRENEURSHIP EDUCATION, SELF
EFFICACY AND NEED FOR ACHIEVEMENT TOWARD
STUDENTS’ ENTREPRENEURSHIP INTENTION: CASE
STUDY IN FEBI, IAIN SURAKARTA, INDONESIA
Baidi, State Islamic Institute (IAIN) Surakarta.
Suyatno, Ahmad Dahlan University Yogyakarta.
ABSTRACT
This study aims to determine the effect of entrepreneurship education, self-efficacy, and
need for achievement toward college-students’ entrepreneurship intention in Faculty of Islamic
Economics and Business (FEBI), IAIN Surakarta, Indonesia. This research is a quantitative
research. Data collection is by questionnaire given to 500 respondents. Data is processed
through the test requirements and hypothesis test using SPSS 21 program. The result of the
research shows that all questionnaire’s items are valid and reliable. Based on multiple linear
regression analysis can be concluded:
1. Entrepreneurship education has positive effect on entrepreneurship intention by 0,360.
2. Self-efficacy has positive effect on entrepreneurship intention by 0.153.
3. Need for achievement has positive effect on entrepreneurship intention by 0.183.
4. Entrepreneurship education and self-efficacy simultaneously affecting entrepreneurship
intentions by 20%;
5. Entrepreneurship education and need for achievement simultaneously effect
entrepreneurship intentions by 20.8%.
6. Self-efficacy and need for achievement simultaneously affect the of entrepreneurship
intention by 17.4%.
7. Entrepreneurship education, self-efficacy and need for achievement simultaneously affect
entrepreneurship intention by 62.8%.
Theoretical contribution of this research is to cultivate entrepreneurship intention,
therefore entrepreneurship education, self-efficacy, and need for achievement need to be embed
to college-students in college programmatically. The higher the entrepreneurship intention then
economic progress of a society will increase.
Keywords: Entrepreneurship Education, Self-Efficacy Need for Achievement, Entrepreneurship
Intention,
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
2 1528-2651-21-2-161
INTRODUCTION
There is a paradox about the increasing number of unemployment rate in Indonesia, when
the largest unemployment rate is actually created by educated group. By percentage,
unemployment rate of university graduates also increased from 5.34% in 2015, to 6.22% in 2016.
The conditions faced will worsen with the global competition situation, the implementation of
the ASEAN Economic Community (MEA) which will confront Indonesian university graduates
to compete openly with graduates from foreign universities. Suharti & Sirine (2011) stated that
college graduates need to be directed to not only as job seekers oriented but can and are ready to
be work creator.
The cultivation of entrepreneurship to the younger generation needs to be improved. This
is in accordance to the findings of Ernst & Young (2011) which revealed that more than half of
success entrepreneurships start their business at the age of 20-29 years old. Education has an
important role in fostering the entrepreneurship spirit (Hegarty, 2006). Ghina et.al., (2017) stated
that entrepreneurship education can produce highly educated businessman who has the potential
to provide broader employment opportunities. The same thing is said by Kolvereid & Moen
(1997) that college-students who graduated with entrepreneurship spirit tend to have
entrepreneurship ambition and start new business compared to other students.
Growing college-students’ entrepreneurship intention can be an alternative in reducing
unemployment, because degree-holder are expected to become young educated entrepreneurs
and able to pioneer their own business and create jobs for others (Retno & Trisnadi, 2012).
Zimmerer (2002) stated that the factors driving the growth of entrepreneurship one of them lies
to universities’s role in the implementation of entrepreneurship education. University needs to
apply a concrete entrepreneurship learning pattern based on empirical input to equip college-
students with meaningful knowledge in order to encourage college-students’ spirit in
entrepreneurship (Suharti & Sirine, 2011).
Some studies conducted by previous researchers have answered the question in detail
such as;
1. Mueller’s (2008) research about what lecture characteristics are more effective in fostering
entrepreneurship character;
2. Potishuk’s, et. al., (2017) research about the factors that stimulate college-students' entrepreneurship
attitudes and intentions in universities;
3. Ramayah’s et al., (2012) research about the importance of prior experience in growing entrepreneurship
attitudes;
4. Souitaris’ et al., (2007) research about the programs that can enhance entrepreneurship attitudes and
intentions;
5. Bhat & Singh (2018) research about the relationship between entrepreneurial education with subjective
norms in shaping perceptions and attitudes in entrepreneurship;
6. Melati et al. (2018) describe the different pattern of start-up business who have owned businesses in various
fields as seen from their different economic backgrounds;
7. Khuong & Huu An (2016) investigate about the influence of personal traits, previous entrepreneurial
experience, external environment, social norms and perceived feasibility of entrepreneurial intention;
8. Aziz et al. (2018) examine how the relationship of entrepreneurship education to the career intention of
female students.
This research examines the effect of entrepreneurship education, self efficacy, and need
for achievement in fostering college-students’ entrepreneurship intentions. Previous researches
(Fayolle et al., 2005; Noel, 2001; Paco et al., 2012; Hassan & Wafa, 2012; Fayolle & Gailly
2015; Bhat & Singh, 2018) proved the relationship between entrepreneurship education and
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
3 1528-2651-21-2-161
entrepreneurship intention. Entrepreneurship education will increase college-students’
entrepreneurship intentions. According to Paulina & Wardoyo (2012), variables that can grow
the intention are self-efficacy and need for achievement, so that educators are required to
improve college students’ self-efficacy and the need for achievement through entrepreneurship
education. Self-efficacy is person's belief in his ability to complete a job. Self-efficacy is also
person's motivational condition based on what is believed rather than what is objectively true.
This personal perception plays an important role in the development of person's intention (Indarti
& Rostiani, 2008). While Lopepihie (2009) stated that self-efficacy is a strong personal belief in
self skills and abilities to start a task and lead it to success, self-efficacy is influenced by
contextual factors such as education and past experience.
Previous researches have not been studied about the influence of entrepreneurship
education, self-efficacy, and need for achievement simultaneously which are theoretically
possibly interrelated and interplay. Whereas by knowing the relationship between those
variables, it can be theoretical basis for stakeholders in determining and developing strategies
and materials of entrepreneurship education in college. Based on the above problems, it is
necessary to do research on the influence of entrepreneurship education, self-efficacy, and need
for achievement toward college-students’ entrepreneurship intention. The purpose of this article
is to understand the influence of entrepreneurship education (X1), self-efficacy (X2), and need
for achievement (X3) on college-students’ entrepreneurship intention (Y). In detail, the questions
asked in this research are;
1. Is there any influence of entrepreneurship education towards college-students’ entrepreneurship intention?
2. Is there any effect of self-efficacy towards entrepreneurship intention?
3. Is there any influence of need for achievement towards college-students’ entrepreneurship intention?
4. Is there any influence of entrepreneurship education and self-efficacy on college-students’ entrepreneurship
intention?
5. Is there any influence of entrepreneurship education and need for achievement towards college-students’
entrepreneurship intention?
6. Is there any influence of self-efficacy and need for achievement toward college-students’ entrepreneurship
intention?
7. Is there a simultaneous influence between entrepreneurship education, self-efficacy, and need for
achievement toward entrepreneurship intention?
LITERATURE REVIEW
Entrepreneurship Intention
A person who has desire to realize goals can be said to have an intention. Ajzen (2005)
defined intention as a behavioral disposition until an attempt is made to translate intention into
action. While Kusmintati, et. al. (2016) defined intention as indication of strong willingness of a
person to try to do something and the amount of effort done to perform certain behaviors. Bird
(1988) revealed that the entrepreneurship intention aims to create a new business or create new
value to the business undertake. Therefore, intention can be interpreted as the sincerity of a
person's motivation to perform an act or to bring up a certain behavior.
The sincerity of the motivation will be shown by sincerity in doing the deed. Bandura
(1997) stated that intention is a determination to perform certain activities or produce certain
situation in the future. Intention according to him is a vital part of self-regulation of individuals
based by one's motivation to act. In this research, the act in question is an act of
entrepreneurship. Intention has distinctive role in directing the action, then intention is the
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
4 1528-2651-21-2-161
sincerity of a person's motivation to perform an act or bring out a certain behavior. In the context
of entrepreneurship, intention can be interpreted as the intention or desire that exist in a person to
perform an entrepreneurial action.
Factors that Affecting Entrepreneurship Intention
Intention in entrepreneurship can be influenced by various factors, both internal and
external factors. Internal factors come from within the person such as attitude, will, and ability of
the individual that gives power to entrepreneurship. The external factors derived from outside of
one-self in the form of family environment, socio-economic environment, business environment,
and others. According to Sumarsono (2013), factors affecting entrepreneurship intentions are: (1)
personality factors consisting of need for achievement and self efficacy, (2) contextual
environmental factors, (3) demographic factors such as educational background, gender and
background of the family.
Feist, Jess & Feist, Gregory J (2011) stated that, humans who believe they can do
something, have the potential to be able to change events in the environment, are more likely to
act and are more likely to be successful than humans who have low self efficacy. Furthermore,
Bandura (1977) explained that human beliefs about self efficacy affecting the form of action they
will choose to do, how much effort will they give into this activity, how long they will survive in
face obstacles and failures, and their toughness endurens when faced with adversity.
Entrepreneurship education and subjective norms have a positive relationship and combined of
both have a greater influence than their individual influences (Fayolle & Gailly, 2015; Karimi et
al., 2016).
The need for achievement becomes an encouragement of individual motivation in facing
a challenge for achieving success (Lee, 1997). Furthermore, Indarti & Rostiani (2008) stated that
the need for achievement as personality characteristic of a person that will motivate him to have
entrepreneurship intention. According to him, there are three attributes attached to people with
high need for achievement, which are (a) choosing personal responsibility in making decisions,
(b) dare to take risks in accordance with their abilities, and (c) have an interest to always learn
from the decisions that have been taken. Similarly, the results of Scanipello (1989) study showed
that a person with a high level of needs for achievement is less likely to accept failure than those
with low needs for achievement. In other words, the need for achievement affects success or
failure, so the need for achievement has a great influence in the success rate of an
entrepreneurship. Furthermore, need for achievement can also encourage person's ability to take
decisions and the courage to take risks as an entrepreneur. The higher the need for achievement
of a person, it will be more and more appropriate decisions are taken.
Intention and Entrepreneurship Education
Lestari dan Wijaya (2012) stated that entrepreneurship education is a learning process to
change attitudes and mindset of college-students towards the selection of entrepreneurship
career. College-students who have taken entrepreneurship courses will have intrinsic values and
entrepreneurship characteristics that will increase their interest and love for entrepreneurship
world. According to Buchori (2011), entrepreneurship education and training are growing
rapidly in Europe and the United States either in the training session or Universities.
Entrepreneurship courses are given in the form of public lectures, or in the form of study
program concentration. Some courses have the following aim:
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
5 1528-2651-21-2-161
a) Understanding the role of company in the economic system,
b) The advantages and disadvantages of different kinds of company,
c) Knowing the characteristics and processes of entrepreneurship,
d) Understanding the product planning and process development,
e) Able to identify business opportunities and create creativity and establish cooperative organizations,
f) Able to identify and seek sources,
g) Understanding the basics of marketing, finance, organization, production,
h) Able to lead the business and face the challenges of the future.
Previous studies have shown a link between entrepreneurship education and
entrepreneurship intention (Fayolle et al., 2005, Baybashaija et al., 2011). Hassan and Wafa
(2012) suggested that the courage to take risks, as the characteristic of an entrepreneurship, have
significant relation to the entrepreneurship intention. College graduates who get entrepreneurship
education tend to start new businesses and have stronger entrepreneurship intentions more than
other graduates (Kolvereid & Moen, 1997; Noel, 2001; Paco et al., 2012). Likewise, many
studies have proven that Entrepreneurship Education significantly affects entrepreneurship
intention (Uddin & Bose, 2012; Denanyoh et al., 2015; Jiying et al., 2014). Entrepreneurship
education deals with the establishment of competencies in identifying new business opportunities
and in addressing ambiguous decision making (Martin et al., 2015). Bae et al., (2014) explained
that students who gain entrepreneurship education will improve their entrepreneurial skills so as
to reduce the effect of gender of stereotypes.
Successful entrepreneurs in general are those who have competence, which are: someone
who has the knowledge, skills and individual qualities that include the attitudes, motivations,
values and behavior necessary to carry out the work/activities. Anwar (2014) mentioned that
there are 10 competencies that must be owned by entrepreneur, which are:
1. Knowing your business,
2. Knowing the basic business,
3. Having the proper attitude,
4. Having adequate capital,
5. Managing finances effectively,
6. Managing time efficiently,
7. Managing people,
8. Satisfying customer by providing high quality product,
9. Knowing to compete,
10. Copying with regulation and paperwork.
While Daryanto (2012) mentioned some core concepts in entrepreneurship competence,
which are: core competencies describing leadership skills in a series of products; competency is a
collection of skills and technology owned by companies to compete; competency is a skill that
allows the company to provide fundamental benefits to customers; competency resources
competitively are competitive uniqueness and give contribution towards value and cost.
Entrepreneurship education can be an important factor in growing and developing
entrepreneurship spirit and behavior among college-students. Related to the influence of
entrepreneurship education, it needs an understanding on how to develop and encourage the birth
of potential young entrepreneurs while they are still in college. Some previous research revealed
that college-students’ desire of entrepreneurship become an investment and the source of the
birth of young entrepreneurs (Suharti & Sirine, 2011). Their attitudes and knowledge of
entrepreneurship will shape the tendency to open up new businessess in the future.
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
6 1528-2651-21-2-161
Intention and Self-Efficacy
Self-efficacy is defined as belief that a person can achieve predetermined goal. King
(2010) mentioned that, self-efficacy is an individual belief that he can master a situation and
produce positive outcomes. Self-efficacy affects one's behaviour in everyday life. Influence
caused by the existence of efficacy will make a person has good habits. According to Alwisol
(2008), self-efficacy is self-perception on how well a person can work in a given situation. Self-
efficacy relates to the belief that self has the ability to perform the expected action. Feist, Jess &
Feist, Gregory, J (2011) stated that human who believe they can do something that have the
potential to change events in their environment will be more likely to act and are more likely to
be successful than humans who have low self-efficacy.
Self-efficacy is closely related to one's ability to success (Judge & Bono, 2001; Stajkovic
& Luthans, 1998; Wood & Bandura, 1989). DeNobles Jung, & Ehrlich (1999) defined self-
efficacy as a concept related to the force of newborns entrepreneur to begin new business. Chen,
Crick, and Greene (1998) defined self-efficacy of entrepreneur as the level at which a person
believes they have the ability to success in starting and running a business.
Indarti & Rostiani (2008) said that one's self-efficacy towards career that he will do
describing the process of selection and adjustment to his career choices. The higher self-efficacy
levels on entrepreneurship, then the stronger the entrepreneurship intention. Furthermore,
Bandura (1977) explained that a person's beliefs about self-efficacy affects the form of action he
will choose to do, how much effort he will give into this activity, how long they will survive in
the facing obstacles and failure, and his toughness to survive in difficult situations.
Indarti & Rostiani (2008) explained that self-efficacy of one's career is a domain that
describes one's personal opinion in relation to the selection process and career adjustment. Thus,
self-efficacy of one's career can be an important factor in determining whether one's
entrepreneurship intention have been formed in the early stages of starting his career, so the
higher the level of someone self-efficacy in entrepreneurship at the early stage in the career, the
stronger the entrepreneurship intention he owned. Grilles and Rea (in Indarti & Rostiani, 2008)
proofed the importance of self-efficacy in decision-making process related to one's career.
The results of research by Grilles & Rea above concluded that self-efficacy proved to be
a significant determinant of entrepreneurship intention. People who have strong belief that they
are able to start and run entrepreneurship tend to have strong intention to start and run the
business. Therefore, self-efficacy needs to be cultivated to college-students in order to form
entrepreneurship intention.
Intention and the Need for Achievement
Need for achievement can be interpreted as unity of character that motivates a person to
face the challenge in achieving success and excellence. Individuals who have high need for
achievement will continue to work until something desired can be achieved. Mc Cleeland (in
Suryana, 2013) stated that the concept of need for achievement (N-ach) can be defined as the
personality that causes the individual to want to do better and move on, always thinking of doing
things better, and setting realistic goals by taking risky action after calculating the impact of the
decision to be taken. Paulina & Wardoyo (2012) defined need for achievement as an individual's
desire to accomplish something difficult, to outperform, and to do better than others. The need
for achievement can also encourage entrepreneur’s decision-making ability and tendency to take
on an risk.
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
7 1528-2651-21-2-161
Previous research has examined the relationship between need for achievement and
entrepreneurship intention. The result, need for achievement has a significant influence on
entrepreneurship intention (Farouk and Ikram, 2014; Rishipal and Jain, 2012; Tong et.al., 2011).
Thus it can be concluded that college-students who have high need for achievement then it can
be predicted will have a strong entrepreneurship intention.
The theoretical framework of this research indicates significant positive relationship
between the three independent variables, which include entrepreneurship education, self-
efficacy, and need for achievement with the dependent variable of entrepreneurship intention.
The relationship between the three independent variables and the dependent variable can be
explained by Figure 1.
FIGURE 1
RELATIONSHIP BETWEEN ENTREPRENEURSHIP EDUCATION, SELF EFFICACY,
AND NEED FOR ACHIEVEMENT.
RESEARCH METHOD
This research is a quantitative research by conducting hypothesis test. The research was
conducted in July to August 2017 towards college-students of Faculty of Islamic Economics and
Business or Fakultas Ekonomi dan Bisnis Islam (FEBI) in Surakarta, Indonesia. The research
population is 1,660 college-students. Sampling is based on the opinion expressed by Supriyanto
(2009), if the subject is large, it can be taken between 10%-15% or 20%-30% or more.
Researchers take sample of 30% or 500 college-students as respondents. The data obtained as the
interval data means that the measurement data can be sorted based on the criteria specified in the
questionnaire.
The data collecting technique is questionnaire. Technical data analysis is by multiple
linear regression analysis. The steps to test the overall hypothesis in this research are as follows:
Descriptive Statistics Test; Classical Assumption Test with stages: Normality Test,
Multicollinearity Test; Heteroskedasticity Test, and Hypothesis Test with equation:
Y=α+β1.X1+β2.X2+e (Y=entrepreneurship intention; X1=entrepreneurship education; X2=self-
efficacy; X3=need for achievement).
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
8 1528-2651-21-2-161
Regression analysis is done to find out how much is the strength between independent
variable to dependent variable. The statistical tests that need to be done are: Prediction Accuracy
Model Test/Coefficient of Determination (R2); Simultaneous Significance Test (F Test); and
Individual Parameter Significance Test (t test).
RESEARCH FINDINGS
Requirements Testing
To ensure that the parameters in the model used are accurate in estimation, consistent,
and not biased, it is necessary to test the classical assumption of model regression. Thus, there is
no deviation from the normality assumption, multicolonierity and heteroscedasticity. To test for
deviations of classical assumptions used tools with SPSS 21 program.
Validity and Reliability Test
The significance test is done by comparing the value of r test with r table for degree of
freedom (df)=n-2, in this case n is the sample. In this research the number of sample (n)=500 and
the number of df can be calculated 500-2 with df=498 and alpha = 0.05 obtained rtable=0.088.
Based on the results of research of 500 respondents through 63 items statements, all
items/statements declared valid. Based on the results of research of 500 respondents through 63
items statement, each statement is declared reliable.
Normality Test
From the calculation obtained kolmogorov-smirnov z is 0.575 and asymp. significance is
0.895. Then it can be concluded that the data normally distributed because 0.895>0.05. The
result of data is normally distributed means that there is no extreme value of taken data, or there
is no data that is too high or too low. This also indicates no errors in sampling and no errors in
the input data.
Multicollinearity Test
Multicollinearity test results obtained Variance Inflantion Factors (VIF) smaller than 10
and tolerance values greater than 0.10. Then there is no multicollinearity among independent
variables. This means that there is no strong correlation (almost perfect) between the variables of
entrepreneurship education, self-efficacy and need for achievement. So there is no linear
relationship between independent variables and independent variables only affect the dependent
variable.
Heteroscedasticity Test
Test results on 5% probability show the significance value of entrepreneurship education,
self-efficacy and need for achievement is 0.091. Then it can be concluded the variables of
entrepreneurship education, self-efficacy and need for achievement have no problems of
heteroskedasticity. This indicates that the variance of each independent variable is the same and
has a certain constant number.
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
9 1528-2651-21-2-161
Hypothesis Testing
Table 1
RESULTS OF MULTIPLE LINEAR REGRESSION
Variable Regression Coefficient t test Sig.
Constant 11.365 3.861 0.000
Entrepreneurship Education 0.360 3.621 0.000
Self-Efficacy 0.153 2.216 0.028
Need for Achievement 0.183 2.627 0.009
Source: data process of SPSS, 2017
Results of multiple linear regression data processing using SPSS program can be seen in
the table above. From the table can be compiled multiple linear regression equation as follows:
Y=11.365+0,360 X1+0.153 X2+0.183 X3+e.
Explanation:
Y=Entrepreneurship Intention
X1=Entrepreneurship Education
X2=Self-Efficacy
X3=Need for Achievement
From the multiple linear regression equation above can be described as follows:
a) Constant value is 11,365 with positive value. This shows that if the variable of entrepreneurship
education, self-efficacy and need for achievement equal to zero, then college-students’
entrepreneurship intention of Faculty of Islamic Economics and Business of Surakarta is 11,365.
b) The regression coefficient of entrepreneurship education variable (β1) is 0.360. This shows that
every increase in entrepreneurship education of 1 unit will give an impact to the increase of
entrepreneurship intention of 0,360 assuming other variables are constant.
c) The regression coefficient of self-efficacy variable (β2) is 0,153. This shows that every increase in
self-efficacy of 1 unit, it will give effect to the increase of entrepreneurial intention equal to 0,153
with assumption other variables are constant.
d) The regression coefficient of need for achievement variable (β3) is 0.183. This shows that every
increase in need for achievement of 1 unit, it will effect to the increase of entrepreneurial intention
of 0.183 with the assumption that other variables are constant.
From the above equation will be carried out the following tests:
Hypothesis 1
To prove hypothesis 1, it is necessary to do t test with result as follows:
Table 2
Entrepreneurship Education Variable
Variable ttest ttable Sig. Conclusion
Entrepreneurship Education 3.621 1.971 0.000 Significant
Source: data process of SPSS, 2017
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
10 1528-2651-21-2-161
Table 2 above shows that entrepreneurship education variable has 3.621 ttest larger than
1.971 ttable and obtained significance value of 0.000 smaller than the significance level which is
0.05 (0.000<0.05). Therefore, it can be concluded that entrepreneurship education significantly
influence the entrepreneurship intention, then H1 accepted.
Hypothesis 2
To prove hypothesis 2, it is necessary to do t test with result as follows:
Table 3
Self Efficacy Variable
Variable ttest ttable Sig. Conclusion
Self-Efficacy 2.216 1.971 0.028 Significant
Source: data process of SPSS, 2017
Table 3 shows that self-efficacy variable has 2.216 ttest bigger than 1.971 ttable and
obtained significance value equal to 0.028 smaller than significance level which is 0.05
(0.028<0.05). Therefore, it can be concluded that self-efficacy significantly influence the
entrepreneurship intention, then H2 accepted.
Hypothesis 3
To prove hypothesis 3, it is necessary to do t test with result as follows:
Table 4
Need For Achievement Variable
Variable ttest ttable Sig. Conclusion
Need for Achievement 2.627 1.971 0.009 Significant
Source: data process of SPSS, 2017
From Table 4 it can be seen that the need for achievement variable has 2.627 ttest larger
than 1.971 ttable and obtained significance value of 0.009 smaller than the significance level
which is 0.05 (0.009<0.05). Therefore, it can be concluded that the need for achievement
significantly influence the entrepreneurship intention, then H3 accepted.
Hypothesis 4
To prove hypothesis 4, it is necessary to do F test. This test is to know how many real
effect of the independent variable (X) simultaneously toward the dependent variable (Y). The
test is also to determine that the regression model is fitted/exist or not. This research uses a
significance level of 0.05. If the probability of Sig<0.05, then H0 is rejected and H4 accepted or
the model is fit of goodness.
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
11 1528-2651-21-2-161
Table 5
ENTREPRENEURSHIP EDUCATION SELF EFFICACY VARIABLE
Variable Sig. R Square
Entrepreneurship Education
Self Efficacy 0.000 0.200
Source: data process of SPSS, 2017
From table 5, the significance value is 0.000 <0.05, so H0 is rejected or H4 accepted with
R Square value is 0.200. Then it can be concluded that the regression model is fitted so that
together entrepreneurship education and self-efficacy simultaneously influence the
entrepreneurship intention by 20%.
Hypothesis 5
To prove hypothesis 5, it is necessary to do F test with the result as follows:
Table 6
ENTREPRENEURSHIP EDUCATION NEED FOR ACHIEVEMENT VARIABLE
Variable Sig. R Square
Entrepreneurship Education
Need for Achievement 0.000 0.208
Source: data process of SPSS, 2017
From table 6, the significance value is 0.000 <0.05, so H0 is rejected or H5 accepted with
R Square value is 0.208. Then it can be concluded that the regression model is fitted so that
together entrepreneurship education and need for achievement simultaneously influence the
entrepreneurial intention by 20.8%.
Hypothesis 6
To prove hypothesis 6, it is necessary to do F test with the following results:
Table 7
SELF-EFFICACY NEED FOR ACHIEVEMENT VARIABLE
Variable Sig. R Square
Self-Efficacy
Need for Achievement
0.000 0.174
Source: data process of SPSS, 2017
Table 7 shows that the significance value is 0.000<0.05, so H0 is rejected or H6 is
received with R Square is 0.174. Then it can be concluded that the regression model is fitted so
that together self-efficacy and need for achievement simultaneously influence the entrepreneurial
intention by 17.4%.
Hypothesis 7
To prove hypothesis 7, it is necessary to do F test with the result as follows:
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
12 1528-2651-21-2-161
Table 8
Entrepreneurship Education Self-Efficacy Need for Achievement
Variable Sig. R Square
Entrepreneurship Education
Self-Efficacy Need for Achievement 0.000 0.628
Source: data process of SPSS, 2017
From table 8 above, the significance value is 0.000<0.05, so H0 is rejected or H7 accepted
with R Square is 0.628. Then it can be concluded that the regression model is fitted so that
together entrepreneurship education, self-efficacy and achievement need for achievement
simultaneously influence the entrepreneurial intention by 62.8%. While 37.2% is explained by
variable outside of this research model.
DISCUSSION
Based on F test it is known that independent variables consisting of entrepreneurship
education, self-efficacy, and need for achievement simultaneously have statistically positive
influence on entrepreneurship intention. Based on the partial test the three independent variables
have an impact of positive influence on the dependent variable. Entrepreneurship education
variable give influence of 0,360 at each increment, self-efficacy variable give influence of 0,153
towards entrepreneurship intention, and need for achievement variable give influence of 0,183
towards entrepreneurship intention.
This is consistent with by Lestari & Wijaya (2012), that entrepreneurship education can
shape the mindset, attitude, and behavior of college-students into a true entrepreneur thus
directing them to choose entrepreneurship as a career choice. They also have intention for
entrepreneurship compared to college graduates who are not got entrepreneurial education
(Kolvereid & Moen, 1997; Noel, 2001; Paco et al. 2012). In another context, Lopepihie (2009),
Fayolle & Gailly (2015), and Bhat & Singh (2018) also noted that entrepreneurship education is
important ensuring college-students to have the ability to master all the essential ingredients by
equipping themselves with entrepreneurial tricks, where entrepreneurs with higher education,
industrial experience, and managerial experience have greater opportunities to succeed in
business. Furthermore, education plays an important role in the development of college-students’
entrepreneurship success through their involvement in entrepreneurial activities and increases
their desire to enter into business creation by highlighting the benefits, values and entrepreneurial
advantages as well as encouraging and supporting them to start their own businesses.
Educational institutions are not only tasked with making the number of graduates, but
much more important is how much the graduates can help themselves in facing the challenges in
the community or in other words the school must improve the skills of its graduates, pursued
through entrepreneurship-based education. In line with Fulgence (2015), entrepreneurship can be
seen from a broader perspective and is not limited to view for business creation. The new view
suggests that in addition to focusing on particular situation (the creation of new business),
entrepreneurship education also focuses on entrepreneurial behavior and mindset
(entrepreneurial values, spirit and attitude).
Whereas self-efficacy is one of the core components of the entrepreneurship intention
model and the concept refers to a specific perceived factor to the attainment of specific
behaviors. The concept of self-efficacy is gained through past achievements that strengthen
individuals to develop entrepreneurship. To develop college-students' self-efficacy or perceived
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
13 1528-2651-21-2-161
behavioral controls, it is necessary to teach and study at universities focusing on the experience
mastery or performance achievements repetition as suggested by Bandura (in Indarti & Rostiani,
2008). They emphasized that people experience success in an easy way will easily become
desperate in the event of a failure. A person who has good self efficacy will also has a strong
ability to succees in entrepreneurship (Stajkovic & Luthans, 1998; Judge & Bono, 2001; Wood
& Bandura, 1989). Therefore, to obtain more stable source of self efficacy and toughness, it
needs to have strategy in overcoming obstacles through effort and persistence. More often a
person conducts self-evaluation, and assumes that he has many positive abilities, the greater the
efficacy he has.
Wahyu and Parimita (2014) also revealed that self efficacy strongly influence the
individuals’ motivation to obtain success or goals they want to be achieved. Self-efficacy defined
as individual confidence in their ability to complete a job, plays an important role in influencing
one's intentions. Self-efficacy is seen influencing one's behavior and cognition. Self-efficacy is
associated with increased expectations and goals, performance improvements related to the work
(Cassar & Friedman, 2009). Higher the level of self-efficacy towards entrepreneurship, stronger
the entrepreneurship intention. Furthermore, the need for achievement is a power in the human
mental to perform better activities, faster, more effective and efficient than previous activities. In
the human psychic life, there is a power that can push toward great activity so with that power,
they can achieve rapid progress and causing impact in life (Sobur, 2003).
Entrepreneurship education and self-efficacy simultaneously affect college-students'
entrepreneurial intention. Entrepreneurship education enhances the success of college-students’
entrepreneurship through the provision of mastery experience, role models, social persuasion,
and support by involving them directly in learning activities, developing business plans, and
running simulated or real small business (Lopepihie, 2009). Supported by self efficacy which is a
person's belief in his ability to complete a job. Or in other words, a person's motivational
condition is more based on what they believe than what is objectively true (Bandura, 1997). So
with what is gained from entrepreneurship education accompanied by a belief in an increased
ability will have a positive effect on the entrepreneurship intention.
From the research, it is discovered that entrepreneurship education and need for
achievement simultaneously affect college-students’ entrepreneurship intention. The influence of
entrepreneurship education has been considered as an important factor to cultivate and develop
entrepreneurial passion, spirit, and behavior among younger generation. Supported by the need
for achievement which is one of the personality characteristics of a person who will encourage to
have entrepreneurship intention (Farouk and Ikram, 2014; Rishipal and Jain, 2012). Thus, these
two variables will synergize in encouraging and motivating students in improving
entrepreneurship intention.
Simultaneously, self-efficacy and need for achievement have a positive effect on college-
students’ entrepreneur intention. Bandura (1997) described four ways to achieve self efficacy.
First, successful experiences that happen over and over again. This method is seen as very
effective way to develop strong sense of self efficacy. Second, learning through direct
observation. In this way, one will estimate the relevant skills and behaviors to be emulated in
doing task. Assessment of expertise possessed, it is done to understand the amount of effort to be
spent in order to achieve the required skills. Third, social persuasion such as persuasive
discussion and reverses specific performance. With this method, it is possible to present
information related to person's ability to complete a job. Fourth, assessment of psychological
status owned. This means that someone is supposed to improve emotional and physical abilities
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
14 1528-2651-21-2-161
and reduce stress levels. Supported by need for achievement that can encourage decision-making
ability, and entrepreneur tendency to take risk, it will profound the level of college-students’
entrepreneurship intention (Tong et.al., 2011).
The result of data analysis that has been done concludes that entrepreneurship education,
self efficacy and need for achievement simultaneously affect the entrepreneurship intention. By
studying entrepreneurship, college-students can have an interest to become entrepreneur and
have idea to open their own business. In addition, from entrepreneurship education, it can
provide insight into college-students career options in the future. Moreover, self-efficacy that
contributes to college-students’ interest in entrepreneurship, confidence in business management,
and firm belief in the ability to start business, and driven by need for achievement that can also
encourage decision-making ability, and entrepreneur inclinations to take risk. In addition to the
courage to take risks, a person who has high needs for achievement will be more careful in
calculating the results that will be obtained with the effort they already given (Wardoyo &
Paulina, 2012).
CONCLUSIONS
Based on the results of the research, it can be concluded that entrepreneurship education,
self-efficacy and need for achievement have positive effect on entrepreneurship intention.
Growing the entrepreneurship intention in the entrepreneurship education can be done by:
1. Giving entrepreneurship experience for college-students with entrepreneurship practice tasks,
2. Learning through personal observation by showing college-students the ability to solve problems, showing
skill, showing expertise, and depicting positive impact for environment from their effort.
3. Persuasive discussions by cultivating college-students’ confidence and convincing them that
entrepreneurship can reduce unemployment and help raise the economy in the surrounding, and
4. Encourage college-students to be able to evaluate mistakes and improve them.
The results of this research are recommended to:
1. Educational institutions/Islamic education institutions, to produce qualified graduates pursued through
education based on entrepreneurial values as a provision to face challenges in society.
2. Educators to continue teaching entrepreneurship values and developing entrepreneurship intention to be
applied in everyday life.
3. Learners which are motivated to practice the values of entrepreneurship and continue to explore the
potential to improve self-efficacy so as to achieve the achievement wanted.
REFERENCES
Ajzen, I. (2005). The theory of planned behavior. Organizational Behavior and Human Decision Process. 50,
179211.
Alwisol. (2008). Psikologi Kepribadian. Malang: UMM Press
Anwar, M. (2014). Pengantar Kewirausahaan: Teori dan Aplikasi. Jakarta: Prenadamedia Group
Azis, M., Haeruddin, M.I.M. & Azis, F. (2018). entrepreneurship education and career intention: The perks of being
a woman student. Journal of Entrepreneurship Education, 21(1), 1-10.
Bae, T.J., Qian, S., Miao, C. & Fiet, J.O. (2014). The relationship between entrepreneurship education and
entrepreneurial intentions: A meta‐analytic review. Entrepreneurship Theory and Practice, 38(2), 217-254.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2),
191-215.
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
15 1528-2651-21-2-161
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freemann & Co.
Bhat, I.H. & Singh, S. (2018). Analyzing the moderating effect of entrepreneurship education on the antecedents of
entrepreneurial intention, Journal of Entrepreneurship Education, 21(1), 1-10.
Bayabashaija, W. & Katono, I. (2011). The impact of college entrepreneurship education on entrepreneurship
attitudes and intention to start a business In Uganda. Journal of Developmental Entrepreneurship, 16(1), 127-
144.
Bird, B. (1988). Implementing entrepreneurship ideas: The case for intention. Academy of management review,
13(3), 442-453.
Buchori, A. (2011). Kewirausahaan. Bandung: Alfabeta.
Cassar, G. & Fiedman, H. (2009). Does self-efficacy affect entrepreneurship invesment? Steinberg Hall-Dietrich
Hall, 3620 Locust Walk, Philadelpia, PA 19104-6365
Chen, C.C., Crick, A. & Greene, P.G. (1998). Does entrepreneurship self-efficacy distinguish entrepreneurships
from managers? Journal of Business Venturing, 13(4), 295–316.
Daryanto. (2012). Pendidikan Kewirausahaan. Yogyakarta: Gava Media
Denanyoh, Richard, Adjei, K. & Nyemekye, G.E. (2015). Factors that Impact on entrepreneurship intention of
tertiary students in Ghana, International Journal of Business and Social Research, 5(3), 19-29.
DeNoble, A., Jung, D. & Ehrlich, S. (1999). Initiating new ventures: The role of entrepreneurship self-efficacy.In
Frontiers of entrepreneurship research. Wellesley, MA: Babson College.
Ernst& Young. (2011). Nature or nurture: Decoding the DNA of the entrepreneurship. EYGM Limited.
Farouk, A. dan Ikram, A. (2014).The influence of individual factors on the entrepreneurship intention, International
Journal of Managing Value and Supply Chains 5(4), 47-57.
Fayolle, A., Gailly, B., Kikul, J., Lassas-Clerc, N. & Whitcanack, L. (2005). Capturing variations in attitudes and
intentions: A longitudinal study to assess the pedagogical effectiveness of entrepreneurship teaching
programs. Presented at the International Council for Small Business (ICSB) World Conference, Washington
DC (USA).
Fayolle, A. & Gailly, B. (2015). The impact of entrepreneurship education on entrepreneurial attitudes and intention:
Hysteresis and persistence. Journal of Small Business Management, 53(1), 75-93.
Feist, J., & Feist, G.J. (2011). Teori Kepribadian. (Alih Bahasa: Smita Prathiba Sjahputri). Jakarta: Salemba Empat
Fulgence, K.(2015). assesing the status of entrepreneurship education courses in higher learning institutions: The
case of Tanzania education schools. International Journal of Education and Training 57(2).
Ghina, A., Simatupang, T.M. & Gustomo, A. (2017) The relevancy of graduates’ competencies to the effectiveness
of entrepreneurship education: A case study at SBM ITB–indonesia, Journal of Entrepreneurship Education,
20(1), 1-24.
Hassan, R.A. & Wafa SA. (2012). Predictors towards entrepreneurship intention: A Malaydian case study. Asian
Journal of Business and Management Sciences, 1(11), 1-10.
Hegarty, C. (2006). It‘s not an exact science: Teaching entrepreneurship in Northern Ireland. Journal of
Education+Training, 48(5), 321-322.
Indarti, N. & Rostiani, N. (2008). Intensi Kewirausahaan Mahasiswa: Studi Perbandingan Antara Indonesia,
Jepang dan Norwegia. Jurnal Ekonomika dan Bisnis Indonesia, 23(4).
Jiying, W., Zongabiro, P. & Palagie, N. (2014). Determinants of entrepreneurship intention among african student’s
in China, International Journal of Higher Education 3(4) 106-119
Judge, T.A. & Bono, J.E. (2001). Relationship of core self-evaluations traits-self-esteem, generalized selfefficacy,
locus of control, and emotional stabilitywith job satisfaction and job performance: A metaanalysis. Journal of
Applied Psychology, 86(1), 80-92.
Karimi, S., Biemans, H.J., Lans, T., Chizari, M. & Mulder, M. (2016). The impact of entrepreneurship education: A
study of Iranian students' entrepreneurial intentions and opportunity identification. Journal of Small Business
Management, 54(1), 187-209.
Khuong, M.N. & Huu An, N. (2016). The factors affecting entrepreneurial intention of the students of vietnam
national university: A mediation analysis of perception toward entrepreneurship. Journal of Economics,
Business and Management, 4(2) 104-111.
King, L.A. (2010). Psikologi Umum. (Alih Bahasa: Brian Marwendys). Jakarta: Salemba Humanika.
Kolvereid, L. & Moen. (1997) Entrepreneurship among business graduates: does a major in entrepreneurship make a
difference? Journal of European Industrial Training, 21(4), 154-160.
Kusmintarti, A., Thoyib, A., Maskie, G. & dan Ashar, K.(2016) Entrepreneurship characteristics as a mediation of
entrepreneurship education influence on entrepreneurship intention. Journal of Entrepreneurship Education,
19(1), 24-37.
Journal of Entrepreneurship Education Volume 21, Issue 2, 2018
16 1528-2651-21-2-161
Lee, J. (1997). The motivation of women entrepreneurships in Singapore. InternationalJournal of Entrepreneurship
Behaviour and Research, 3(2), 93-110.
Lestari, R.B., dan Wijaya, T.(2012). Pengaruh pendidikan kewirausahaan terhadap minat berwirausaha mahasiswa
di STIE MDP, STMIK MDP, dan STIE MUSI. Jurnal Ilmiah STIE MDP 1(2), 112-119.
Lopepihie, Z.A. (2009). Entrepreneurship is a career choice: An analysis of entrepreneurship self-efficaccy and
intention of university students. European Journal of Social Sciences, 9(2).
Martin, B.C., McNally, J.J. & Kay, M.J. (2015). Examining the formation of human capital in entrepreneurship: A
meta-analysis of entrepreneurship education outcomes. Journal of Business Venturing, 28, 211-224.
Melati, I.S., Arief, S. & Baswara, S.Y. (2018). Does financial background affect entrepreneur students’ creativity:
An investigation of how rich and poor students start their businesses. Journal of Entrepreneurship Education,
21(1), 1-11.
Mueller, S. (2008). Encouraging future entrepreneurships: The effect of entrepreneurship course characteristics on
entrepreneurship intention. Dissertation. University of St. Galle.
Noel T.W., (2001). Effects of entrepreneurship education on intent to open a business. Frontiers of Entrepre
neurship Research, Babson Conference Proceedings: Babson College.
Paco, A.M.F., Ferreira, J.M, Raposo, M., Rodrigues, R.G. & Dinis, A. (2012). Behaviors and entrepreneurship
intention: empirical findings about secondary students. Journal of International Entrepreneurship, 9(1). 20-
38.
Paulina, I. & Wardoyo. (2012). Faktor pendukung terhadap intensi berwirausaha pada mahasiswa. Jurnal Dinamika
Manajemen, 3(1), 1-10
Potishuk, V. & Kratzer, J. (2017). Factors Affecting entrepreneurship intentions and entrepreneurship attitudes in
higher education. Journal of Entrepreneurship Education, 20(1).
Ramayah, T., Ahmad, N.H. & Fei, T.H.C. (2012). Entrepreneurship education: Does prior experience matter?
Journal of Entrepreneurship Education, 15, 65-81.
Rishipal & Jain. (2012). Need for achievement and antecedent for risk adaptiveness among entrepreneurships, global
Journal of Management and Business Research 12(22) 1-5.
Scanipello, K.F. (1989). Enhancing differences in the achievement attributions of high and low motivation groups.
Journal of Social Psycology, 129(3), 357-363.
Sobur, A. (2003). Psikologi Umum. Bandung: Pustaka Setia.
Souitaris V., Zerbinati S. & Al-Laham, A. (2007). Do entrepreneurship programmes raise entrepreneurship intention
of science and engineering students? The effect of learning, inspiration and resources. Journal of Business
Venturing, 22(4), 566-591.
Stajkovic, A.D. & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological
Bulletin, 124(2), 240-261.
Suharti, L. & Sirine, H. (2011). Faktor-faktor yang berpengaruh terhadap niat kewirausahaan (entrepreneurship
intention). Jurnal Manajemen dan Kewirausahaan,.13(2), 124-134.
Sumarsono, H. (2013). Faktor-faktor yang mempengaruhi intensi wirausaha mahasiswa universitas muhammadiyah
ponorogo. Jurnal Ekuilibrium, 11(2), 62-88.
Supriyanto. (2009). Metodologi Riset Bisnis. Jakarta: PT Indeks.
Suryana. (2013). Kewirausahaan Kiat Dan Proses Menuju Sukses. Jakarta: Salemba Empat.
Tong, X.F., Tong, D.Y.K. & Loy, L.C. (2011). factors influecing entrepreneurship intention among university
students, International Journal of Social and Humanty Studies 3(1), 487-496.
Uddin, M.R. & Bose, T.K. (2012). Determinants of entrepreneurship intention of business students in Bangladesh,
International Journal of Business and Management 7(24), 128-137.
Wahyu, A. & Parimita, W. (2014). Pengaruh Sikap, norma subjektif, dan efikasi diri terhadap intensi berwirausaha
mahasiswa magister management (kajian empiris pada sebuah universitas negeri di Jakarta). Jurnal
Universitas Paramadina, 11(2).
Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management
Review, 14(3), 361-384.
Zimmerer, T.W. (2002). Pengantar Kewirausahaan Dan Manajemen Bisnis Kecil. Jakarta: Prenhallindo.